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publish metrics ranking and citation info

EdTech Research – Where to Publish, How to Share (Part 2): Journal Metrics, Rankings and Citation Information

EdTech Research – Where to Publish, How to Share (Part 1): Journal Overview

electronic journals

International Review of Research in Open and Distributed Learning (IRRODL)

Publisher / Organization: Athabasca University Press

Year founded: 2000

Description: The International Review of Research in Open and Distributed Learning disseminates original research, theory, and best practice in open and distributed learning worldwide.

First Monday

Publisher / Organization: The University of Illinois at Chicago- University Library

Year founded: 1996

Description: First Monday is among the very first open access journals in the EdTech field. The journal’s subject matter encompasses the full range of Internet issues, including educational technologies, social media and web search. Contributors are urged via author guidelines to use simple explanations and less complex sentences and to be mindful that a large proportion of their readers are not part of academia and do not have English as a first language.

URL: http://firstmonday.org/

International Journal of Educational Technology in Higher Education(ETHE)

Publisher / Organization: Springer (from 2013)

Academic Management: University of Catalonia (UOC)

Year founded: 2004

Description: This journal aims to: provide a vehicle for scholarly presentation and exchange of information between professionals, researchers and practitioners in the technology-enhanced education field; contribute to the advancement of scientific knowledge regarding the use of technology and computers in higher education; and inform readers about the latest developments in the application of information technologies (ITs) in higher education learning, training, research and management.

URL: https://educationaltechnologyjournal.springeropen.com/

Online Learning (formerly JOLT / JALN)

Publisher / Organization: Online Learning Consortium

Year founded: 1997

Description: Online Learning promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for over 20 years as the Journal of Asynchronous Learning Networks (JALN) and recently merged with the Journal of Online Learning and Teaching (JOLT).

URL: https://olj.onlinelearningconsortium.org/

Journal of Educational Technology & Society

Publisher / Organization: International Forum of Educational Technology & Society

Year founded:1998

Description: Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage these systems. Articles should discuss the perspectives of both communities – the programmers and the instructors. The journal is currently still accepting submissions for ongoing special issues, but will cease publication in the future as the editors feel that the field of EdTech is saturated with high quality publications.

URL: http://www.ds.unipi.gr/et&s/index.php

Australasian Journal of Educational Technology

Publisher / Organization: Ascilite (Organization) & PKP Publishing Services Network

Year founded: 1985

Description: The Australasian Journal of Educational Technology aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy. The goal is to advance understanding of educational technology in post-school education settings, including higher and further education, lifelong learning, and training.

URL: https://ajet.org.au/index.php/AJET

Print Journals

The Internet and Higher Education

Publisher / Organization: Elsevier Ltd.

YEAR FOUNDED: 1998

DESCRIPTION: The Internet and Higher Education is devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings. Articles should significantly address innovative deployments of Internet technology in instruction and report on research to demonstrate the effects of information technology on instruction in various contexts in higher education.

URL: https://www.journals.elsevier.com/the-internet-and-higher-education

British Journal of Educational Technology

Publisher / Organization: British Educational Research Association (BERA)

YEAR FOUNDED: 1970

DESCRIPTION: The journal publishes theoretical perspectives, methodological developments and empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.

LINK: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-8535

Computers & Education

Publisher / Organization: Elsevier Ltd.

Year founded: 1976

Description: Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice.

URL: https://www.journals.elsevier.com/computers-and-education/

Tech Trends

Publisher / Organization: Springer US

Year founded: 1985

Description: TechTrends targets professionals in the educational communication and technology field. It provides a vehicle that fosters the exchange of important and current information among professional practitioners. Among the topics addressed are the management of media and programs, the application of educational technology principles and techniques to instructional programs, and corporate and military training.

URL: https://link.springer.com/journal/11528

International Journal on E-Learning (IJEL)

Year founded: 2002

Description: Advances in technology and the growth of e-learning to provide educators and trainers with unique opportunities to enhance learning and teaching in corporate, government, healthcare, and higher education. IJEL serves as a forum to facilitate the international exchange of information on the current research, development, and practice of e-learning in these sectors.

Led by an Editorial Review Board of leaders in the field of e-Learning, the Journal is designed for the following audiences: researchers, developers, and practitioners in corporate, government, healthcare, and higher education. IJEL is a peer-reviewed journal.

URL: http://www.aace.org/pubs/ijel/

Journal of Computers in Mathematics and Science Teaching (JCMST)

Year founded: 1981

Description: JCMST is a highly respected scholarly journal which offers an in-depth forum for the interchange of information in the fields of science, mathematics, and computer science. JCMST is the only periodical devoted specifically to using information technology in the teaching of mathematics and science.

URL: https://www.aace.org/pubs/jcmst/

Just as researchers build reputation over time that can be depicted (in part) through quantitative measures such as h-index and i10-index, journals are also compared based on the number of citations they receive..

Journal of Interactive Learning Research (JILR)

Year founded: 1997

Description: The Journal of Interactive Learning Research (JILR) publishes papers related to the underlying theory, design, implementation, effectiveness, and impact on education and training of the following interactive learning environments: authoring systems, cognitive tools for learning computer-assisted language learning computer-based assessment systems, computer-based training computer-mediated communications, computer-supported collaborative learning distributed learning environments, electronic performance support systems interactive learning environments, interactive multimedia systems interactive simulations and games, intelligent agents on the Internet intelligent tutoring systems, microworlds, virtual reality based learning systems.

URL: http://learntechlib.org/j/JILR/

Journal of Educational Multimedia and Hypermedia (JEMH)

Year founded: 1996

Description: JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education. It contributes to the advancement of the theory and practice of learning and teaching in environments that integrate images, sound, text, and data.

URL: https://www.aace.org/pubs/jemh/

Journal of Technology and Teacher Education (JTATE)

Publisher / Organization: Society for Information Technology and Teacher Education (SITE)

Year founded: 1997

Description: JTATE serves as a forum for the exchange of knowledge about the use of information technology in teacher education. Journal content covers preservice and inservice teacher education, graduate programs in areas such as curriculum and instruction, educational administration, staff development instructional technology, and educational computing.

URL: https://www.aace.org/pubs/jtate/

Journal on Online Learning Research (JOLR)

Publisher / Organization: Association for the Advancement of Computing in Education (AACE)

YEAR FOUNDED: 2015

DESCRIPTION: The Journal of Online Learning Research (JOLR) is a peer-reviewed, international journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) online and blended environments. JOLR is focused on publishing manuscripts that address online learning, catering particularly to the educators who research, practice, design, and/or administer in primary and secondary schooling in online settings. However, the journal also serves those educators who have chosen to blend online learning tools and strategies in their face-to-face classroom.

URL: https://www.aace.org/pubs/jolr/

 

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part 2

The most commonly used index to measure the relative importance of journals is the annual Journal Citation Reports (JCR). This report is published by Clarivate Analytics (previously Thomson Reuters).

SCImago

SCImago Journal Rank (SJR indicator) measures the influence of journals based on the number of citations the articles in the journal receive and the importance or prestige of the journals where such citations come from. The SJR indicator is a free journal metric which uses an algorithm similar to PageRank and provides an open access alternative to the journal impact factor in the Web of Science Journal Citation Report. The portal draws from the information contained in the Scopus database (Elsevier B.V.).

Google Scholar Journal Rank

Introduced by Google in 2004, Scholar is a freely accessible search engine that indexes the full text or metadata of scholarly publications across an array of publishing formats and disciplines.

Scopus Journal Metrics

Introduced by Elsevier in 2004, Scopus is an abstract and citation database that covers nearly 18,000 titles from more than 5,000 publishers. It offers journal metrics that go beyond just journals to include most serial titles, including supplements, special issues and conference proceedings. Scopus offers useful information such as the total number of citations, the total number of articles published, and the percent of articles cited.

Anne-Wil Harzing:

Citations are not just a reflection of the impact that a particular piece of academic work has generated. Citations can be used to tell stories about academics, journals and fields of research, but they can also be used to distort stories”.

Harzing, A.-W. (2013). The publish or perish book: Your guide to effective and responsible citation analysis. http://harzing.com/popbook/index.htm

ResearchGate

ResearchGate is a social networking site for scientists and researchers to share papers, ask and answer questions, and find collaborators. The community was founded in May 2008. Today it has over 14 million members.

Google Scholar

Google Scholar allows users to search for digital or physical copies of articles, whether online or in libraries. It indexes “full-text journal articles, technical reports, preprints, theses, books, and other documents, including selected Web pages that are deemed to be ‘scholarly. It comprises an estimated 160 million documents.

Academia.edu

Academia.edu is a social-networking platform for academics to share research papers. You can upload your own work, and follow the updates of your peers. Founded in 2008, the network currently has 59 million users, and adding 20 million documents.

ORCID

The ORCHID (Open Researcher and Contributor ID) is a nonproprietary alphanumeric code to uniquely identify scientific and other academic authors and contributors. It provides a persistent identity for humans, similar to content-related entities on digital networks that utilize digital object identifiers (DOIs). The organization offers an open and independent registry intended to be the de facto standard for contributor identification in research and academic publishing.

SCOPUS

The Scopus Author Identifier assigns a unique number to groups of documents written by the same author via an algorithm that matches authorship based on a certain criteria. If a document cannot be confidently matched with an author identifier, it is grouped separately. In this case, you may see more than one entry for the same author.

 

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more on metrics in this iMS blog

https://blog.stcloudstate.edu/ims?s=metrics

Unity

https://unity3d.com/

Unity is a cross-platform game engine developed by Unity Technologies,[2] which is primarily used to develop both three-dimensional and two-dimensional video games and simulations for computersconsoles, and mobile devices. First announced only for OS X at Apple’s Worldwide Developers Conference in 2005, it has since been extended to target 27 platforms.[3][4] Six major versions of Unity have been released.

https://en.wikipedia.org/wiki/Unity_(game_engine)

brain research distance ed

The Implications of Brain Research for Distance Education

Katrina A. Meyer
Assistant Professor, Department of Educational Leadership
University of North Dakota
katrina_meyer@und.nodak.edu

posted on FB in 2013 https://www.facebook.com/plamen.miltenoff/posts/10100455869591041

The brain is actually three brains: the ancient reptilian brain, the limbic brain, and the cortical brain. This article will focus on the limbic brain, because it may be most important to successfully using interactive video or web-based video. The limbic brain monitors the external world and the internal body, taking in information through the senses as well as body temperature and blood pressure, among others. It is the limbic brain that generates and interprets facial expressions and handles emotions, while the cortical brain handles symbolic activities such as language as well as action and strategizing. The two interact when an emotion is sent from the limbic to the cortical brain and generates a conscious thought; in response to a feeling of fear (limbic), you ask, “what should I do?” (cortical).

The importance of direct eye contact and deciphering body language is also important for sending and picking up clues about social context.

The loss of social cues is important because it may affect the quality of the content of the presentation (by not allowing timely feedback or questions) but also because students may feel less engaged and become frustrated with the interaction, and subsequently lower their assessment of the class and the instructor (Reeves & Nass, 1996). Fortunately, faculty can provide such social cues verbally, once they are aware of the importance of helping students use these new media.

Attachment theory also supports the importance of physical and emotional connections.

As many a struggling teacher knows, students are often impervious to learning new concepts. They may replay the new information for a test, but after time passes, they revert to the earlier (and likely wrong) information. This is referred to as the “power of mental models.” As explained in Marchese (2000), when we view a tree, it is not as if we see the tree in our head, as in photography.

The coping strategies of the two hemispheres are fundamentally different. The left hemisphere’s job is to create a belief system or model and to fold new experiences into that belief system. If confronted with some new information that doesn’t fit the model, it relies on Freudian defense mechanisms to deny, repress or confabulate – anything to preserve the status quo. The right hemisphere’s strategy is to play “Devil’s Advocate,” to question the status quo and look for global inconsistencies. When the anomalous information reaches a certain threshold, the right hemisphere decides that it is time to force a complete revision of the entire model and start from scratch (Ramachandran & Blakeslee, 1998, p. 136).

While much hemispheric-based research has been repudiated as an oversimplification (Gackenbach, 1999), the above description of how new information eventually overwhelms an old world view may be the result of multiple brain functions – some of which work to preserve our models and others to alter – that help us both maintain and change as needed.

Self-talk is the “the root of empathy, understanding, cooperation, and rules that allow us to be successful social beings. Any sense of moral behavior requires thought before action” (Ratey, 2001, p. 255).

Healy (1999) argues that based on what we know about brain development in children, new computer media may be responsible for developing brains that are largely different from the brains of adults. This is because “many brain connections have become specialized for . . . media” (p. 133); in this view, a brain formed by language and reading is different from a brain formed by hypermedia. Different media lead to different synaptic connections being laid down and reinforced, creating different brains in youngsters raised on fast-paced, visually-stimulating computer applications and video games. “Newer technologies emphasize rapid processing of visual symbols . . . and deemphasize traditional verbal learning . . . and the linear, analytic thought process . . . [making it] more difficult to deal with abstract verbal reasoning” (Healy, 1999, p. 142).

 

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more on distance ed in this IMS blog
https://blog.stcloudstate.edu/ims?s=distance+education

Teach like a pirate

Burgess, D. (2012). Teach like a pirate: Increase student engagement, boost your creativity, and transform your life as an educator. San Diego, Calif.: Dave Burgess Consulting, Inc..

Riddell, R. (2018, February 1). FETC: How can administrators ensure digital-age classrooms are best serving learners? Retrieved February 2, 2018, from https://www.educationdive.com/news/fetc-how-can-administrators-ensure-digital-age-classrooms-are-best-serving/516059/
his switch flipped when he learned more about why students like to play games. Games, he said, provide an environment where we get to try without penalty because failure is part of the journey. Everyone can be a hero, and games are goal-oriented and provide, in some ways, a representation of the world students want to be a part of. They’re social and provide positive stress.

media technology and well being

Kushlev, K. (2018). Media technology and well-being: A complementarity-interference model. In E.Diener, S. Oishi, & L. Tay (Eds.), Handbook of well-being. Salt Lake City, UT: DEF Publishers. DOI:nobascholar.com.  Retrieved from https://www.academia.edu/35761357/Media_Technology_and_Well-Being_A_Complementarity-Interference_Model
Media technology—from mass media to social media and from video gaming to computer-mediated communication—plays an increasingly central role in people’s lives. Due to exponential increases in computing power, people now carry incredibly powerful computers—their smartphones—everywhere they go. This ever-greater access to media technology is generating an ever-greater conflict between media activities and the unmediated activities critical for psychological well-being—from our face-to-face conversations and family time to our down time and work lives. What are the costs and benefits of people’s modern media technology use for psychological well-being? Using a complementarity-interference (CI) framework, I review research to illuminate key psychological processes (i.e., mediators) and conditions (i.e., moderators) of the relationship between media technology and psychological well-being. Based on the existing evidence, I propose an initial theoretical CI model of the effects of media technology on psychological well-being. I use this CI model to outline important directions for future research, providing guidelines for an integrated, theoretically informed research on media technology.
Keywords: Media, Communication technology, Computer-mediated communication (CMC), Subjective well-being, Human-computer interaction (HCI)
Definition Media Technology
Media technology. In this chapter, we will explore psychological well-being in the context of modern media technology. In common parlance, we often think of the word ‘media’ as referring to mass media, such as news media (e.g., TV, radio), and more recently, to social media (e.g., Facebook, Twitter, Instagram). But media—the plural of medium—broadly refers to any technological tool that serves as a bridge or conduit to stimuli not otherwise available in the immediate physical environment. Thus, media technology refers to books and newspapers, radio and television, video and computer games—or to any device or method people use to transcend the constraints of their immediate physical environment: from yesterday’s dial-up telephone to the today’s smartphone, and from writing a hand-written letter to texting a friend (c.f., Okdie et al., 2014). Related terms also exist in the literature including information and communication technology, or ICT, as well as computer-mediated communication, or CMC. Most of the findings discussed here apply to—and in fact come from—the literature on ICT and CMC
While using the broad term, media technology, this chapter will focus primarily on the effects of media technology developed in the past century or so, including television, video games, and, most recently, mobile computers such as smartphones. In other words, we will be focusing on screen media technology. I will use the term mediated to refer to the stimuli afforded by the media technology, and the term unmediated to refer to behavior that does not involve the use of media (e.g., face-to-face interactions). Even though media technology itself is physical, I will use the term immediate physical environment to refer to the environment in which the media technology use occurs.

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more on contemplative computing in this IMS blog
https://blog.stcloudstate.edu/ims?s=contemplative+computing

TeacherGaming

TeacherGaming Raises $1.6M to Grow Subscription-Based Classroom Gaming Platform

Jan 30, 2018

https://www.edsurge.com/news/2018-01-30-teachergaming-raises-1-6m-to-grow-subscription-based-classroom-gaming-platform

TeacherGaming is a subscription-based suite of educational games for the classroom, ranging from $150 to $1150 per year depending on class size. The system includes lesson plans and an analytics platform for educators to track student activity and progress.

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More on gaming in this IMS blog
https://blog.stcloudstate.edu/ims?s=gaming

more on MInecraft in this IMS blog
https://blog.stcloudstate.edu/ims?s=minecraft

SOE workshop gamification

School of Education workshop on gaming and gamification

shortlink: http://bit.ly/soegaming

Join us for a LIVE broadcast:

Live broadcast on Adobe Connect:
https://webmeeting.minnstate.edu/scsuteched
Live broadcast on Facebook:
https://www.facebook.com/events/1803394496351600

 

Outline:
The Gamification of the educations process is not a new concept. The advent of educational technologies, however, makes the idea timely and pertinent. In short 60 min, we will introduce the concept of gamification of the educational process and discuss real-live examples.

Learning Outcomes:

  • at the end of the session, participants will have an idea about gaming and gamification in education and will be able to discriminate between those two powerful concepts in education
  • at the end of this session, participants will be able search and select VIdeo 360 movies for their class lessons
  • at the end of the session, participants will be able to understand the difference between VR, AR and MR.

if you are interested in setting up a makerspace and/or similar gaming space at your school, please contact me after this workshop for more information.

  1. Gaming in education
    Minecraft.edu
    https://blog.stcloudstate.edu/ims/2017/10/26/pedagogically-sound-minecraft-examples/
    Simcity.com

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Here some online games suitable for educators:
http://www.onlinecolleges.net/50-great-sites-for-serious-educational-games/

https://www.learn4good.com/games/for-high-school-students.htm

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Let’s learn more about gaming and education with Kahoot (please click on Kahoot):

https://play.kahoot.it/#/k/78e64d54-3607-48fa-a0d3-42ff557e29b1

Let’s take a quiz together:

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  1. Gamification in education
    1. How would you define gamification of the educational process?
    2. Gaming and Gamification in academic and library settings (paper)
      Short URL: http://scsu.mn/1F008Re
      Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences (What is GBL (Game-Based Learning)?, n.d.).
      Gamification is defined as the process of applying game mechanics and game thinking to the real world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p. 199; Kapp, 2012). Gamification requires three sets of principles: 1. Empowered Learners, 2. Problem Solving, 3. Understanding (Gee, 2005).
    3. Apply gamification tactics to existing learning task
      split in groups and develop a plan to gamify existing learning task
    4. gamification with and without technology
      https://www.thespruce.com/board-games-for-college-kids-3570593

+++ hands-on ++++++++++++++++ hands-on ++++++++++++++++ hands-on ++++++

  1. Video 360 in the classroom (proposed book chapter)
    1. the importance of Video 360
      p. 46 Virtual Reality
      https://blog.stcloudstate.edu/ims/2017/08/30/nmc-horizon-report-2017-k12/
      p. 47 Google is bringing VR to UK kids
      http://www.wired.co.uk/article/google-digital-skills-vr-pledge
      Video 360 movies for education:
      http://virtualrealityforeducation.com/google-cardboard-vr-videos/science-vr-apps/
      Watch this movie on the big screen:

      from the web page above, choose a movie or click on this lin
      k:
      https://youtu.be/nOHM8gnin8Y (to watch a black hole in video 360)
      Open the link on your phone and insert the phone in Google Cardboard. Watch the video using Google Cardboard. 
    2. Discuss the difference between in your experience watching the movie on the big screen and using Google Cardboard. What are the advantages of using goggles, such as Google Cardboard?
      Enter your findings here:
      https://docs.google.com/document/d/1Nz42T6CaYsx8qVl9ee_IC25EyqS0A8aZcQdX2F6RMjg/edit?usp=sharing

Let’s learn more about gaming and education with Kahoot (please click on Kahoot):

https://play.kahoot.it/#/k/6c9e7368-f830-4a9c-8f5a-df1899e96665

  1. VR, AR, MR and Video 360.
    1. discuss your ideas to apply VR/AR/MR and Video 360 in real life and your profession
      https://docs.google.com/document/d/1Cq6zDXJ9xkN7h81RpiLkdflbAuX8y_my2VrbO3mZ5mM/edit?usp=sharing
  2. Creating your own games:
    https://blog.stcloudstate.edu/ims/2018/02/19/unity/

++++++ RESOURCES ++++++++++ RESOURCES ++++++++++ RESOURCES +++++++

https://blog.stcloudstate.edu/ims?s=games

https://blog.stcloudstate.edu/ims?s=gamification

https://blog.stcloudstate.edu/ims?s=virtual+reality

https://blog.stcloudstate.edu/ims?s=video+360

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For further information about Information Media:

IM Facebook Group https://www.facebook.com/groups/326983293392/
IM Facebook Page http://www.facebook.com/Informationmedia
IM Blog blog.stcloudstate.edu/im
IM LinkedIn https://www.linkedin.com/in/information-media-department-31360b28/
Twitter https://twitter.com/IM_SCSU
Youtube https://www.youtube.com/channel/UCIluhVNJLJYEJ7983VmhF8w

SpringboardVR and Steam in libraries

Springboard Vr and Steam for virtual reality in libraries

A bit more information from SpringboardVR for anyone interested:
Here is a link to their setup guide – https://docs.google.com/document/d/1dYp4-hoHcJD3I8_YdyNh8PI-4CFvkWfVT3HJ-NK6FvY/edit
It is currently built specifically for arcades, but they think there are a lot of features that libraries could still find useful.
They also have a booking system:
https://docs.google.com/document/d/14-HvD-F1Kt7aTrlwiKdq8aXouU5d4l0lszPo6TwlM1w/edit

I heard back from Steam, with exactly the response I expected: Our service model (users reserve our own PC and VR headset, using our Steam software) needs to use their site license program. And even if it’s just on that one PC, we’d still have to run their site license server locally to manage it.

We did an inventory of what it would cost us to purchase a site license for our most popular games: Of our top 25 most played VR games, only 10 have site licenses available at all. Those 10 games would in total cost us slightly more than $3000 per year to license, which strikes me as ridiculous.

But Tara, thanks for pointing out Springboard VR! At a glance it looks really promising. I’m really glad to hear about another option.

-Chad

We ran into the same problem last year with Steam. However, we are now working with Springboard VR. Our head VR specialist says you can test run their interface on a machine for free and that they are putting together an academic package that should be available soon!  https://springboardvr.com/
Tara
Amazing timing, Laura! I was just looking into the site license program this week. I wrote up what I’ve learned so far for someone else this morning, shared below. But to sum up, it’s not very promising either from a financial or practical view of the way we use Steam currently (one PC with Steam titles that we’ve purchased under our account, with an attached HTC Vive).
I originally thought this was just a different kind of license for each game, one which allows public use in a library, cafe, etc. But I got some clarification questions answered by Steam support – it’s actually designed for users to log into one of our computers using their own Steam account. They can then check out a game we’ve purchased a site license for, and play it under their account while they’re on our computer.
 
This also requires running some sort of server locally to handle the checkouts.
 
So I don’t think this is going to work for us. The pricing is also pretty wild. One of our most popular titles is Space Pirate Trainer – currently $10 paid one time to own individually, or $30/month/seat for a site license subscription. And I’ve seen at least one title that’s free for individual ownership, but somehow costs $20/month/seat for site license.
 
Much of their documentation is contradictory and out of date.
 
Even more annoying is that you can’t even see the site license prices until you sign up for a site license account and fill out some legal forms.
 
Last but not least, many titles, even free ones, do not have site licenses available at all.
 
I have one more request into Steam support asking how they prefer we purchase things as a library. I’ll let you know what I hear.
 
Oh, also – you can’t convert an existing Steam account or purchases. You need to create a new one and start from scratch.
 
-Chad
We’d also like to know if any other libraries had set up the Steam/Valve Site license, which we were just starting to look into ourselves:  https://support.steampowered.com/kb_article.php?ref=3303-QWRC-3436  – which sounds like it solves many of these problems. Our general counsel has a few issues with the license terms but are willing to consider especially if I can find examples of other institutions utilizing it!
 
____________________________________________________________________
Laura K. Wiegand
Interim University Librarian
Associate Director Library Information Technology and Digital Strategies
Echoing what Peter said there are no good solutions right now.  It would be great if Steam or HTC or Oculus offered site licenses or group accounts, but they don’t.  We have 2 HTC Vives that share an account.  This causes problems occasionally as it doesn’t like it if two headsets are using the same program.  Going offline usually takes care of it.  Our 4 Oculus Rifts also share an account but the Oculus store is less problematic than Steam since it only contacts the mother ship when doing an update.  If you have the option prepaid cards and individual accounts would be the best way to go but our purchasing department said no.
Edward Iglesias
In our library’s VR Studio, we have a separate library-owned Steam account for each of 7 VR workstation computers. Some have Vives, some have Oculus Rifts at them. We purchase content for each account. We also allow patrons to download free games/tools to those computers.
If a patron owns Steam content that we don’t, they may log in to their personal account and download the game to our computer. So far, this hasn’t posed a problem, except that the added game will show up in that workstation account’s game list, but will not be playable to other patrons. I occasionally delete personal games that are causing confusion to other patrons.  Not too many patrons have downloaded content yet so if it gets to be too troublesome we may disallow it in the future.
For the Oculus Rift stations, there is a Steam account as mentioned above, plus the Oculus library. For Oculus, I’ve been able to use one account for all of the workstations. We purchase content once and it’s usable on all the computers from the one account. This has worked fine so far except for playing multi-player online. The single account will not support multiple instances of online play for the same game.
None of these is a perfect solution but they are mostly working as this is a continuous work in progress. Feel free to get in touch off list if you’d like more specific info, etc.
Thanks,
Pete
Hi all,
I was curious if any of your libraries have Steam from Valve installed on your public workstations to drive PC gaming and an HTC Vive? Any tips on how to set that up? Obviously the licensing issue with purchased programs/games through Steam is a problem when you are providing access for a large user base. There are multiple free games/programs available.
How do you handle providing each user with HDD/SSD space on your machines for downloaded games/programs through Steam?
Thanks,
Alex
Elisandro Cabada
Engineering and Innovation Liaison Librarian
Computer Science, Electrical and Computer Engineering Librarian

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more on Virtual Reality in libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+library

Key Issues in Teaching and Learning Survey

The EDUCAUSE Learning Initiative has just launched its 2018 Key Issues in Teaching and Learning Survey, so vote today: http://www.tinyurl.com/ki2018.

Each year, the ELI surveys the teaching and learning community in order to discover the key issues and themes in teaching and learning. These top issues provide the thematic foundation or basis for all of our conversations, courses, and publications for the coming year. Longitudinally they also provide the way to track the evolving discourse in the teaching and learning space. More information about this annual survey can be found at https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning.

ACADEMIC TRANSFORMATION (Holistic models supporting student success, leadership competencies for academic transformation, partnerships and collaborations across campus, IT transformation, academic transformation that is broad, strategic, and institutional in scope)

ACCESSIBILITY AND UNIVERSAL DESIGN FOR LEARNING (Supporting and educating the academic community in effective practice; intersections with instructional delivery modes; compliance issues)

ADAPTIVE TEACHING AND LEARNING (Digital courseware; adaptive technology; implications for course design and the instructor’s role; adaptive approaches that are not technology-based; integration with LMS; use of data to improve learner outcomes)

COMPETENCY-BASED EDUCATION AND NEW METHODS FOR THE ASSESSMENT OF STUDENT LEARNING (Developing collaborative cultures of assessment that bring together faculty, instructional designers, accreditation coordinators, and technical support personnel, real world experience credit)

DIGITAL AND INFORMATION LITERACIES (Student and faculty literacies; research skills; data discovery, management, and analysis skills; information visualization skills; partnerships for literacy programs; evaluation of student digital competencies; information evaluation)

EVALUATING TECHNOLOGY-BASED INSTRUCTIONAL INNOVATIONS (Tools and methods to gather data; data analysis techniques; qualitative vs. quantitative data; evaluation project design; using findings to change curricular practice; scholarship of teaching and learning; articulating results to stakeholders; just-in-time evaluation of innovations). here is my bibliographical overview on Big Data (scroll down to “Research literature”https://blog.stcloudstate.edu/ims/2017/11/07/irdl-proposal/ )

EVOLUTION OF THE TEACHING AND LEARNING SUPPORT PROFESSION (Professional skills for T&L support; increasing emphasis on instructional design; delineating the skills, knowledge, business acumen, and political savvy for success; role of inter-institutional communities of practices and consortia; career-oriented professional development planning)

FACULTY DEVELOPMENT (Incentivizing faculty innovation; new roles for faculty and those who support them; evidence of impact on student learning/engagement of faculty development programs; faculty development intersections with learning analytics; engagement with student success)

GAMIFICATION OF LEARNING (Gamification designs for course activities; adaptive approaches to gamification; alternate reality games; simulations; technological implementation options for faculty)

INSTRUCTIONAL DESIGN (Skills and competencies for designers; integration of technology into the profession; role of data in design; evolution of the design profession (here previous blog postings on this issue: https://blog.stcloudstate.edu/ims/2017/10/04/instructional-design-3/); effective leadership and collaboration with faculty)

INTEGRATED PLANNING AND ADVISING FOR STUDENT SUCCESS (Change management and campus leadership; collaboration across units; integration of technology systems and data; dashboard design; data visualization (here previous blog postings on this issue: https://blog.stcloudstate.edu/ims?s=data+visualization); counseling and coaching advising transformation; student success analytics)

LEARNING ANALYTICS (Leveraging open data standards; privacy and ethics; both faculty and student facing reports; implementing; learning analytics to transform other services; course design implications)

LEARNING SPACE DESIGNS (Makerspaces; funding; faculty development; learning designs across disciplines; supporting integrated campus planning; ROI; accessibility/UDL; rating of classroom designs)

MICRO-CREDENTIALING AND DIGITAL BADGING (Design of badging hierarchies; stackable credentials; certificates; role of open standards; ways to publish digital badges; approaches to meta-data; implications for the transcript; Personalized learning transcripts and blockchain technology (here previous blog postings on this issue: https://blog.stcloudstate.edu/ims?s=blockchain

MOBILE LEARNING (Curricular use of mobile devices (here previous blog postings on this issue:

https://blog.stcloudstate.edu/ims/2015/09/25/mc218-remodel/; innovative curricular apps; approaches to use in the classroom; technology integration into learning spaces; BYOD issues and opportunities)

MULTI-DIMENSIONAL TECHNOLOGIES (Virtual, augmented, mixed, and immersive reality; video walls; integration with learning spaces; scalability, affordability, and accessibility; use of mobile devices; multi-dimensional printing and artifact creation)

NEXT-GENERATION DIGITAL LEARNING ENVIRONMENTS AND LMS SERVICES (Open standards; learning environments architectures (here previous blog postings on this issue: https://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/; social learning environments; customization and personalization; OER integration; intersections with learning modalities such as adaptive, online, etc.; LMS evaluation, integration and support)

ONLINE AND BLENDED TEACHING AND LEARNING (Flipped course models; leveraging MOOCs in online learning; course development models; intersections with analytics; humanization of online courses; student engagement)

OPEN EDUCATION (Resources, textbooks, content; quality and editorial issues; faculty development; intersections with student success/access; analytics; licensing; affordability; business models; accessibility and sustainability)

PRIVACY AND SECURITY (Formulation of policies on privacy and data protection; increased sharing of data via open standards for internal and external purposes; increased use of cloud-based and third party options; education of faculty, students, and administrators)

WORKING WITH EMERGING LEARNING TECHNOLOGY (Scalability and diffusion; effective piloting practices; investments; faculty development; funding; evaluation methods and rubrics; interoperability; data-driven decision-making)

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learning and teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=teaching+and+learning

pedagogically sound Minecraft examples

FridayLive!! Oct 27 THIS WEEK 2:00 PM EDT 

Minecraft for Higher Ed? Try it. Pros, Cons, Recommendations? 

Description: Why Minecraft, the online video game? How can Minecraft improve learning for higher education?
We’ll begin with a live demo in which all can participate (see “Minecraft for Free”).
We’ll review “Examples, Not Rumors” of successful adaptations and USES of Minecraft for teaching/learning in higher education. Especially those submitted in advance
And we’ll try to extract from these activities a few recommendations/questions/requests re Minecraft in higher education.

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Examples:

Minecraft Education Edition: https://education.minecraft.net/
(more info: https://blog.stcloudstate.edu/ims/2017/05/23/minecraft-education-edition/)

K12: 

Minecraft empathy skillshttp://www.gettingsmart.com/wp-content/uploads/2017/04/How-Minecraft-Supports-SEL.pdf 

coding w MineCraft

Minecraft for Math

Higher Ed: 

Minecraft Higher Education?

Using MCEE in Higher Education

Why NOT to use minecraft in education:

https://higheredrevolution.com/why-educators-probably-shouldn-t-use-minecraft-in-their-classrooms-989f525c6e62

College Students Get Virtual Look at the Real World with ‘Minecraft’

Carnegie Mellon University uses the game-based learning tool to help students demonstrate engineering skills. SEP182017

https://edtechmagazine.com/higher/article/2017/09/college-students-get-virtual-look-real-world-minecraft

Using Minecraft in Higher Education

https://groups.google.com/forum/#!topic/minecraft-teachers/cED6MM0E0bQ

Using MinecraftEdu – Part 1 – Introduction

https://www.youtube.com/watch?v=Lsfd9J5UgVk

Physics with Minecraft example

Chemistry with Minecraft example

Biology

other disciplines

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Does learning really happen w Minecraft?

Callaghan, N. (2016). Investigating the role of Minecraft in educational learning environments. Educational Media International53(4), 244-260. doi:10.1080/09523987.2016.1254877

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d119571817%26site%3dehost-live%26scope%3dsite

Noelene Callaghan dissects the evolution in Australian education from a global perspective. She rightfully draws attention (p. 245) to inevitable changes in the educational world, which still remain ignored: e.g., the demise of “traditional” LMS (Educase is calling for their replacement with digital learning environments https://blog.stcloudstate.edu/ims/2017/07/06/next-gen-digital-learning-environment/ and so does the corporate world of learning: https://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/ ), the inevitability of BYOD (mainly by the “budget restrictions and sustainability challenges” (p. 245); by the assertion of cloud computing, and, last but not least, by the gamification of education.

p. 245 literature review. In my paper, I am offering more comprehensive literature review. While Callaghan focuses on the positive, my attempt is to list both pros and cons: http://scsu.mn/1F008Re

 

  1. 246 General use of massive multiplayer online role playing games (MMORPGs)

levels of interaction have grown dramatically and have led to the creation of general use of massive multiplayer online role playing games (MMORPGs)

  1. 247 In teaching and learning environments, affordances associated with edugames within a project-based learning (PBL) environment permit:
  • (1)  Learner-centered environments
  • (2)  Collaboration
  • (3)  Curricular content
  • (4)  Authentic tasks
  • (5)  Multiple expression modes
  • (6)  Emphasis on time management
  • (7)  Innovative assessment (Han & Bhattacharya, 2001).

These affordances develop both social and cognitive abilities of students

 

Nebel, S., Schneider, S., Beege, M., Kolda, F., Mackiewicz, V., & Rey, G. (2017). You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration. Educational Technology Research & Development65(4), 993-1014. doi:10.1007/s11423-017-9511-8

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Abrams, S. S., & Rowsell, J. (2017). Emotionally Crafted Experiences: Layering Literacies in Minecraft. Reading Teacher70(4), 501-506.

Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Source: Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355

Cipollone, M., Schifter, C. C., & Moffat, R. A. (2014). Minecraft as a Creative Tool: A Case Study. International Journal Of Game-Based Learning4(2), 1-14.

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Niemeyer, D. J., & Gerber, H. R. (2015). Maker culture and Minecraft : implications for the future of learning. Educational Media International52(3), 216-226. doi:10.1080/09523987.2015.1075103

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Nebel, S., Schneider, S., & Daniel Rey, G. (2016). Mining Learning and Crafting Scientific Experiments: A Literature Review on the Use of Minecraft in Education and Research. Journal of Educational Technology & Society, 19(192), 355–366. Retrieved from http://www.jstor.org/stable/jeductechsoci.19.2.355

 

Wilkinson, B., Williams, N., & Armstrong, P. (2013). Improving Student Understanding, Application and Synthesis of Computer Programming Concepts with Minecraft. In The European Conference on Technology in the Classroom 2013. Retrieved from http://iafor.info/archives/offprints/ectc2013-offprints/ECTC2013_0477.pdf

Berg Marklund, B., & Alklind Taylor, A.-S. (2015). Teachers’ Many Roles in Game-Based Learning Projects. In Academic Conferences International Limited (pp. 359–367). Retrieved from https://search.proquest.com/openview/15e084a1c52fdda188c27b9d2de6d361/1?pq-origsite=gscholar&cbl=396495

Uusi-Mäkelä, M., & Uusi-Mäkelä, M. (2014). Immersive Language Learning with Games: Finding Flow in MinecraftEdu. EdMedia: World Conference on Educational Media and Technology (Vol. 2014). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/noaccess/148409/

Birt, J., & Hovorka, D. (2014). Effect of mixed media visualization on learner perceptions and outcomes. In 25th Australasian Conference on Information Systems (pp. 1–10). Retrieved from http://epublications.bond.edu.au/fsd_papers/74

Al Washmi, R., Bana, J., Knight, I., Benson, E., Afolabi, O., Kerr, A., Hopkins, G. (2014). Design of a Math Learning Game Using a Minecraft Mod. https://doi.org/10.13140/2.1.4660.4809
https://www.researchgate.net/publication/267135810_Design_of_a_Math_Learning_Game_Using_a_Minecraft_Mod
https://docs.google.com/document/d/1uch2iC_CGsESdF9lpATGwWkamNbqQ7JOYEu_D-V03LQ/edit?usp=sharing

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more on Minecraft in this IMS blog
https://blog.stcloudstate.edu/ims?s=minecraft

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